I think it’s funny Layton has only dueled Descole with a metal pipe bc I think if Descole was in the situation of having to use a pipe as an improvised weapon that thing would not read as a sword like object to him and he would start wielding it like a bat
Still needs some polish, but i'd say this scene is finished enough for me to actually give a proper look at the Fates mod i've been working on. Calling it "Revelation But Robin Is There"
Featuring:
-Fully Playable Robin Unit, Revelation only. Will have C-A supports with at least Corrin, Azura, Selena, Laslow, and Odin, but possibly more depending on how things go
-Major changes to dialogue in Revelation Chapters 7-18. Several chapters have new in-battle conversations and may have different post-battle cutscenes depending on who talks to who. Most changes are related to the shoehorning in of the Robin, but I'm tweaking things elsewhere as I please. I plan on finishing out the full game past Chapter 18 at some point, but that's much further off.
I'm basically just making this for me. Audience of one baybee
based on scientific research
barack-obama-on-the-run
gas form?
This has been bothering me
I mean c’mon
it’s a second dolphin ready to deploy like a fighter missile
Fantastic feature guys!
Fix this by turning "show upload progress" off in Account Settings 👍
Gotta love the tumblr time honored tradition of telling each other how to turn off fucking annoying updates 🤝🏽✨
Hearing them get so excited over the whale fall is so fun I love hearing people who are passionate about their work
kings supporting kings
method acting as himbos
we need to normalize making friends like this in real life
WELL I'M HERE.
Enjoy some silly ass doodles from months ago! I have officially lost my mind to this show! Again! Over 20 years later!
Gonna have fun here!
Love this
obsessed with the fact humans successfully made computers to do math so now we are making computers worse at math
A musician wakes from a terrible nightmare. In his dream he finds himself in a society where music education has been made mandatory.
“We are helping our students become more competitive in an increasingly sound-filled world.”
Educators, school systems, and the state are put in charge of this vital project. Studies are commissioned, committees are formed, and decisions are made— all without the advice or participation of a single working musician or composer.
Since musicians are known to set down their ideas in the form of sheet music, these curious black dots and lines must constitute the “language of music.” It is imperative that students become fluent in this language if they are to attain any degree of musical competence; indeed, it would be ludicrous to expect a child to sing a song or play an instrument without having a thorough grounding in music notation and theory.
Playing and listening to music, let alone composing an original piece, are considered very advanced topics and are generally put off until college, and more often graduate school. As for the primary and secondary schools, their mission is to train students to use this language— to jiggle symbols around according to a fixed set of rules:
“Music class is where we take out our staff paper, our teacher puts some notes on the board, and we copy them or transpose them into a different key. We have to make sure to get the clefs and key signatures right, and our teacher is very picky about making sure we fill in our quarter-notes completely. One time we had a chromatic scale problem and I did it right, but the teacher gave me no credit because I had the stems pointing the wrong way.”
In their wisdom, educators soon realize that even very young children can be given this kind of musical instruction. In fact it is considered quite shameful if one’s third-grader hasn’t completely memorized his circle of fifth.
“I’ll have to get my son a music tutor. He simply won’t apply himself to his music homework. He says it’s boring. He just sits there staring out the window, humming tunes to himself and making up silly songs.”
In the higher grades the pressure is really on. After all, the students must be prepared for the standardized tests and college admissions exams. Students must take courses in Scales and Modes, Meter, Harmony, and Counterpoint.
“It’s a lot for them to learn, but later in college when they finally get to hear all this stuff, they’ll really appreciate all the work they did in high school.”
Of course, not many students actually go on to concentrate in music, so only a few will ever get to hear the sounds that the black dots represent. Nevertheless, it is important that every member of society be able to recognize a modulation or a fugal passage, regardless of the fact that they will never hear one.
“To tell you the truth, most students just aren’t very good at music. They are bored in class, their skills are terrible, and their homework is barely legible. Most of them couldn’t care less about how important music is in today’s world; they just want to take the minimum number of music courses and be done with it. I guess there are just music people and non-music people. I had this one kid, though, man was she sensational! Her sheets were impeccable— every note in the right place, perfect calligraphy, sharps, flats, just beautiful. She’s going to make one hell of a musician someday.”
Waking up in a cold sweat, the musician realizes, gratefully, that it was all just a crazy dream. “Of course!” he reassures himself, “No society would ever reduce such a beautiful and meaningful art form to something so mindless and trivial; no culture could be so cruel to its children as to deprive them of such a natural, satisfying means of human expression. How absurd!”
Meanwhile, on the other side of town, a painter has just awakened from a similar nightmare...
I was surprised to find myself in a regular school classroom— no easels, no tubes of paint.
“Oh we don’t actually apply paint until high school,” I was told by the students. “In seventh grade we mostly study colors and applicators.” They showed me a worksheet. On one side were swatches of color with blank spaces next to them. They were told to write in the names. “I like painting,” one of them remarked, “they tell me what to do and I do it. It’s easy!”
After class I spoke with the teacher. “So your students don’t actually do any painting?” I asked.
“Well, next year they take Pre-Paint-by-Numbers. That prepares them for the main Paint-by-Numbers sequence in high school. So they’ll get to use what they’ve learned here and apply it to real-life painting situations— dipping the brush into paint, wiping it off, stuff like that. Of course we track our students by ability. The really excellent painters— the ones who know their colors and brushes backwards and forwards— they get to the actual painting a little sooner, and some of them even take the Advanced Placement classes for college credit. But mostly we’re just trying to give these kids a good foundation in what painting is all about, so when they get out there in the real world and paint their kitchen they don’t make a total mess of it.”
“Um, these high school classes you mentioned...”
“You mean Paint-by-Numbers? We’re seeing much higher enrollments lately. I think it’s mostly coming from parents wanting to make sure their kid gets into a good college. Nothing looks better than Advanced Paint-by-Numbers on a high school transcript.”
“Why do colleges care if you can fill in numbered regions with the corresponding color?”
“Oh, well, you know, it shows clear-headed logical thinking. And of course if a student is planning to major in one of the visual sciences, like fashion or interior decorating, then it’s really a good idea to get your painting requirements out of the way in high school.”
“I see. And when do students get to paint freely, on a blank canvas?”
“You sound like one of my professors! They were always going on about expressing yourself and your feelings and things like that—really way-out-there abstract stuff. I’ve got a degree in Painting myself, but I’ve never really worked much with blank canvasses. I just use the Paint-by-Numbers kits supplied by the school board.”
Sadly, our present system of mathematics education is precisely this kind of nightmare. In fact, if I had to design a mechanism for the express purpose of destroying a child’s natural curiosity and love of pattern-making, I couldn’t possibly do as good a job as is currently being done— I simply wouldn’t have the imagination to come up with the kind of senseless, soul- crushing ideas that constitute contemporary mathematics education.
Everyone knows that something is wrong. The politicians say, “we need higher standards.” The schools say, “we need more money and equipment.” Educators say one thing, and teachers say another. They are all wrong.
The only people who understand what is going on are the ones most often blamed and least often heard: the students. They say, “math class is stupid and boring,” and they are right.
—Introduction to "A Mathematician's Lament" by mathematics educator Paul Lockhart. Full essay here:
1. Apollo 11
Date: July 16-24, 1969 (8 days, 3 hours, 18 minutes, 35 seconds)
Crew: Neil Alden Armstrong, Edwin Eugene “Buzz” Aldrin, Jr., and Michael Collins
Mission Highlights: Oh, where to begin?!
On July 16, at 9:32 am, Apollo 11 launched from Cape Kennedy with the mighty Saturn V. Over one million people witnessed the launch in person, and millions more watched live coverage on television or listened on the radio. On the second orbit of the Earth, the crew performed the trans-lunar injection (TLI) burn and docked with the LM, beginning their historic journey. Apollo 11 reached the moon on July 19, the third day of the flight. The crew spent several hours in lunar orbit, observing the moon and preparing for the descent.
The next day, July 20, Neil and Buzz entered the LM, nicknamed Eagle, and separated from the Mike and the CSM Columbia. After final checks to ensure the well-being of the LM, the Eagle began its final descent to the lunar surface. Their approach was too fast, and program alarms began alerting the crew to “executive overflow” issues. Neil took semi-automatic control of the spacecraft to pilot the spacecraft to a flatter, less rocky area, while Buzz reported navigational data. With only seconds of fuel left, Eagle landed on the lunar surface, in the Sea of Tranquility, at 4:17 pm on July 20, 1969. CAPCOM Charlie Duke in Houston, along with the rest of the world, let out a collective sigh of relief: “Roger, Twank-Tranquility, we copy you on the ground. You got a bunch of guys about to turn blue. We’re breathing again. Thanks a lot.”
Almost immediately, the crew began to prepare for the EVA. Buzz Aldrin took communion, the first lunar liturgy. He reported back to Earth: “I’d like to take this opportunity to ask every person listening in, whoever and wherever they may be, to pause for a moment and contemplate the events of the past few hours and to give thanks in his or her own way.” Over three hours later, longer than initially planned, Neil and Buzz were ready to exit Eagle. Much pre-flight debate had resulted in the decision that Neil would be first out of the LM.
Over 600 million people across his home planet watched as Neil Alden Armstrong descended the ladder. At 10:56 pm on July 20, he stepped onto the surface of the moon and spoke perhaps the most famous quote in history: “That’s one small step for a man, one giant leap for mankind.”
Shortly thereafter Buzz followed him onto the surface, and they got to work planting the American flag, speaking to the President of the United States, collecting samples, and performing experiments. The EVA lasted two and a half hours. Shortly before reentering the LM, Buzz and Neil dropped a small package containing a small, gold olive branch, messages from world leaders, two medallions in honor of Soviet cosmonauts Yuri Gagarin and Vladimir Komarov, and an Apollo 1 patch commemorating Gus Grissom, Ed White, and Roger Chaffee.
Neil and Buzz returned to the LM, their home on the moon, exhausted and forever enshrined in history. After several hours of rest and preparation, they ascended from the lunar surface (knocking over the flag in the process) and rejoined Mike Collins and Columbia in lunar orbit. Mike had been working hard, and also enjoying his peace and quiet (and coffee) as “the loneliest man in the world.” Observing Earthrise over the lunar horizon, he was one man looking at 3.61 billion (including the two on the moon), what an incredible view. Eagle docked with Columbia at 5:35 pm on July 21, Neil and Buzz returned to the CSM, and Eagle was jettisoned, falling back to the moon.
Apollo 11 made the three day journey back home, which included a live television broadcast to Earth. On July 24, the crew splashed down in the Pacific and was recovered by the USS Hornet. After spending three weeks in quarantine, Neil, Buzz, and Mike were released to the world, traveling the planet on a whirlwind international tour, celebrated by millions of people in over 20 countries. Celebrations of Apollo 11 have lasted much longer than that 40-day tour, however, as the mission is one of the greatest achievements in human history. G-d bless the crew of Apollo 11, and all of us on this Good Earth.
Significance: It’s difficult to put into words the significance of Apollo 11. It goes beyond the technical accomplishments of one mission, one country over another. President John F. Kennedy’s goal of putting a man on the moon and returning him safely to Earth before the end of the decade was met, an incredible achievement, but it meant so much more than that. Apollo 11 was both a deeply unifying moment for all of humanity and an intensely personal one for millions of people.
Many brilliant words have been spoken by many brilliant people about the importance of humankind’s first venture into space, too many to begin to cover here. But these simple words, spoken during the first conversation between human beings on different celestial bodies, sum it up quite nicely:
“Because of what you have done, the heavens have become a part of man’s world. And as you talk to us from the Sea of Tranquility, it inspires us to redouble our efforts to bring peace and tranquility to Earth. For one priceless moment in the whole history of man, all the people on this Earth are truly one.” -President Richard M. Nixon (on Earth), speaking to Neil and Buzz on the surface of the moon, July 20, 1969